Unit 4 Astronomy: the Science of the Stars
Using language 教学案例
教学目标：
知识目标：了解太空行走时产生重力以及相应的体重变化。
能力目标：学生能掌握泛读技巧——寻读；能够归纳出月球旅行的三次重力及相应体重的变化；学生能够加强口头表达能力，提高解决问题能力。
情感目标：通过学习天文学的相关知识，学生能够加强对太空科学的热爱并且能够展开想象的翅膀，展望和设计未来的“美好家园”。
教学过程：
Step 1 Lead in by introducing Space Home Pavilion in Shanghai World Expo.
T: Hello everyone! Do you know what big event happened last year in our country, in Shanghai?
S: Shanghai World Expo
T: That’s it! So have you ever visited it?
S: No. (mostly)
T: Believe it or not, today we just get a chance to pay a visit to one pavilion there. That is, Space Home pavilioin. Are you familiar with it? （No!）Never mind! Let me introduce it to you.
（随之，PPT呈现出太空家园馆的效果图，结合此图，教师作简单介绍，目的在于引出本课的几大任务）
Step 2: Preparation before visit—a competition on space knowledge
T: Anyway, I believe we’d better do some preparation work before our visit. Then how about having a space knowledge competition? (Then introduce the rules of the competition.)
1. Earth is the only planet moving around the sun. (T or F)
2. There is atmosphere on the moon
3. In our solar system eight planets circle around the sun.
4. ____ was the first person landing on the moon? (Multiple choice)
A. Armstrong B. Yang Liwei C. Tom Cruise D. Issac Newton
5. When did he land on the moon?
A. 1921 B. 1969 C. 1954 D. 1949
6. When did Yang Liwei go to the space?
A. Oct, 2003 B. Jan, 2003 C. Oct, 2004 D. Jan, 2002
7. Which country first sent people up to space?
A. USA B. the Soviet Union C. China
8. So far, how many countries have succeeded in sending people up to space?
A. 1 B. 2 C. 3 D. 4
【设计意图】通过一个趣味简单的天文学知识竞赛，学生能够融入到本课的氛围中，即至始至终在小组竞赛中学习天文学知识，并为此后的听力跟阅读做了有效的铺垫。
Step 3: The Second stop—Spacewalk (Reading)
T: Having learned some space theories, you are supposed to combine the theory with pactice. Next we’re going to visit the second part—to experience a kind of spacewalk.
（同时PPT呈现太空行走以及宇航员太空船里失重的图片，为接下来的阅读做了顺利的过渡。）
Reading: a visit to the moon
Activity 1: Scanning
1. Who do I have a chance to travel to the moon with ?
2. How did we travel to the moon?
3. What’s the writing order in this text?
4. How many times would the force of gravity change on our journey?
Which change would be the most powerful?
Activity 2: Careful reading
Read Para.2 and underline the sentences about the gravity and our weight during the journey. Pay special attention to their three times’ of changes. Then do the following match work.
What happened to me when I tried to step forward? Why?
1. Why was returning to the earth very frightening?
2. How did I feel?
【设计意图】将泛读文本a visit to the moon融入到参观的第二站“漫步太空”中，带领学生体验一次太空之旅，并通过几个任务环节使学生掌握文章大意及月球旅行时重力和相应体重的变化，同时训练学生一些阅读技能，比如寻读，归纳。
Step 4:: The Third Stop: Wonderful Home—Discussion (Speaking)
Suppose someday we are going to live on the moon, what problems will you meet with? To solve these problems, what things will you take?
Example: If I lived on the moon, I might have problems. The first one is···· Because ···· To solve this problem, I would take····with me. The second one is ···· ····
Group 1…Group 2…
Problems: How to breathe; what to eat; how to cool you; what to dress…
Solutions: oxygen tanks, space food; water; spacesuit…
【设计意图】本讨论属半开放式的，有朝一日，我们在地球上住不下去了，要住到月球上去，会怎么样？关于在月球上可能会碰到的困难的列举，学生可依据听力及阅读所得到的相关信息作推测；而问题如何解决就需要发挥自己的常识或者是想象力了。通过本环节操练，学生可提高口头表述能力。
Step 5: Write a report on your visit—Assignment
Write down what you’ve talked about in step 5.
【设计意图】基于今天的参观内容以及最后的讨论，学生课后写一篇访后感，可适当发挥自己的想象，畅想一下未来的“美好家园”。这又于世博会太空家园馆主题相呼应：“Harmonious city, man and outer space”。
教学反思： 新课程标准要求英语教师在教学过程中注重教学内容的整合，注重其在真实情景下产生的语言活动。本设计的每一个步骤始终关注学生的兴趣所在，有的放矢地引导学生进行有效英语学习，创造轻松自在的习得语言环境，使学生们产生积极的思维，达到有效的语言知识迁移和语言的创造性适用。比如本设计始终以参观2010上海世博会太空家园馆为主线，并巧妙地讲听力内容与阅读内容有机结合，具有强烈时代感，激发了学生的学习热情。
从整体效果来看，本教学设计在实施过程中没有达到原本的全部预期，比如这节语言运用课的初衷是训练学生的说、读、写。但结合学生的实际和课堂的操作，讨论的成果没有充分得到展示。但是另一方面，本课的实施又充分体现了以学生为中心，教学节奏的掌控不是一味为了完成预设的教学目标而进行挤压、填塞，充分尊重学生的接受能力。
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